Frequently+Asked+Questions

= = Heather Grim EDEL 635 =Problem= Are the accountability systems present in the reauthorization of IDEA, mainly the end of the year assessments called the SOL’s, the most appropriate method of measurement of progress for special education students? Are there other more beneficial methods of measuring adequate yearly progress and growth other than standardized testing?

=Frequently Asked Questions=

1. How will "your problem" impact your work as new school leaders?

Those responsible for school leadership are ultimately those responsible for testing. Schools are required to maintain accreditation and ensure they are "schools of quality" (VDOE, 2010). New leaders must accept condition of school for which they are hired; whether they are “schools of quality”, schools failing to achieve accreditation status, schools “in danger” that are on corrective action improvement plans, or schools that are somewhere in between. New leaders must also establish vision, motivate staff, and build trust, in order to meet accountability standards Leaders should be ready and available to assist classroom teachers and staff with all aspects of the assessment process. They must also be prepared to handle the vast amount of questions to be answered and the decisions that must be made in order to assure that all special education students are being assessed in the most appropriate way possible according to the IEP or 504 plans. Ultimately, leaders must be equipped to address and confront any difficulties within the school that impact accreditation and testing standards (instructional practices, culture, organizational climate, staff knowledge, resources, technology, and the stakeholders and community involvement).

2. How will "your problem" impact the role of teachers who work with students with disabilities?

Teachers who work with students with disabilities must stay attuned to of all changes in the assessment policy and procedures. They must provide adequate instruction and remediation for all students with varying disabilities (cognitive disabilities, learning disabilities, emotional disabilities, autism, other health impairments, visual impairments, hearing impairments, speech and language impairments, mobility impairments, just to name a few). Many teachers feel added pressure because their special education students must meet the same accountability standards. Only a minority of special education students qualify for the alternate assessments of the VAAP, VGLA, and the VSEP. Most special education students can learn the same subject material, but often have slower acquisition rates than their general education counterparts. Special education students demonstrate learning through other forms of assessment (Curriculum Based Measurements, Differentiated Learning/Instruction projects, etc.) that are present in growth model types of assessments. Students in special education often fail to meet state progress standards, which ultimately affect their verified credits towards a high school diploma. While meeting accountability standards, these teachers must also work in conjunction with parents, families, school members, and all other stakeholders in making IEP decisions that provide each student with the greatest chance for success in their educational careers. Many special education teachers feel overwhelmed at balancing individual student needs with state testing requirements.

3. Which ISLLC's can help you improve the issues associated with "your problem" and why?

ISLLC Standard 1 states: //An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders//. Principals must select a goal and a vision based on the school data and involve staff in creating a learning environment for all students; what is the focus for the school and how will it be achieved. The principal must establish and adhere to this vision to obtain staff unity towards the aim for accountability standards, even though they may disagree with state requirements. Until state testing requirements change, the school is required to achieve accountability standards. The school must work together so all students can have success.

ISLLC Standard 2 states: //An educational leader promotes the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. // It is imperative that school leaders provide the support necessary for teachers to provide information to students using the most effective methods. School leaders must also provide opportunity for continuing professional growth for staff in order for staff to be aware of the most current issues in education and the most effective, research based methods used to deliver instruction to all types of students.

ISLLC Standard 3 states: //An educational leader promotes the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. // Educational leaders in the schools must be able to organize the instructional day in such a way that instructional time is protected as much as possible. They must also provide resources for teachers and students that allow for an effective instructional program. Leaders should be able to evaluate information, identify problems, and organize remediation programs in hopes of assisting those in need.

ISLLC Standard 4 states: //An educational leader promotes the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. // It is the responsibility of an effective educational leader to communicate openly and effectively with students, families, community members, and all other stakeholders in order to provide an excellent relationship. There should be an active effort to align the resources of the family and the community to assist all students. This combined effort from community relationships and involvement contribute to a rise in ambitions and overall student achievement

ISLLC Standard 6 states//: An educational leader promotes the success of every student by understanding, responding too, and influencing the political, social, economic, legal, and cultural context.// The principal must research alternative forms of assessments and growth models that measure student growth to understand the current issues, in addition, to understanding the different views of measuring knowledge of special education students through SOL assessments. Principals must also attend school board meetings at the local, state, and federal level to stay informed of the current trends and progress towards alternate assessment measures. This type of involvement offers a chance to influence government actions and help produce change in state accountability systems, and to explore what is best for each individual student needs.

4. How can the implementation of technology assist you in reducing the threat to the loss of instructional time/focus because of "your problem"?

The implementation of technology can assist in reduction of loss of instructional time in several ways. There are many programs such as Interactive Achievement and Success Maker that are currently available and easy to use for students. These programs provide baseline scores, growth patterns, etc. that could assist teachers in planning for review and eliminating the added review of information already mastered. In addition, students can have “buy in” to their education; they can set targeted performance goals and chart aim lines. These programs also provide standardized test type questions that would be good practice for students when needed. This may allow for differentiation in the classroom. Use of technology such as SmartBoards and related equipment allow teachers to more effectively introduce and review topics with a small group or entire class. Use of PRS (remote response) during classroom assessment could also save time by allowing teachers to only give necessary remediation. Assistive technology for special education students can also reduce loss of instructional time. Have some accommodations been overlooked that a student can use to improve performance; perhaps a screen reader, audio device, iphone apps, etc.? Teachers can also participate in online trainings, modules, and professional developments improve instructional knowledge and implementation; knowledge of instructional programs and their implementation raises confidence, and confidence raises teacher performance. Studies have shown that teacher certainty is the pivotal factor that differentiates learning enriched schools from learning impoverished schools (Gravois, 2009), and that “more can be done to improve education by improving the effectiveness of teachers than by any other single factor” (Sanders, 1998). Improving instructional programming with the use of technology will not only be an effective use of valuable time, but will also contribute to a more effective school.

5. As an assistant principal or principal, how can you help to resolve the issues identified in "your problem" not only in your school, but within the school division and school division leadership?

An effective school leader should set an example for others. Effective lines of communication should remain open at all times within the school. The principal should talk with staff openly about issues within the school regarding accountability systems. The principal should also encourage open communication and sharing of ideas, such as, staff concerns, how can we overcome them, where can we go from here, and what is needed from the administration to address concerns and achieve success. Administration must promote and welcome the discussion of researched based instructional and motivational programs to measure progress with growth models while adhering to state and federal curriculum guidelines. Within the school division, the leader should obtain thoughts and ideas from parents, citizens, school board members, other teachers and principals, and stakeholders within the community. This addresses teachers’ concerns with accountability and possibly implementing a growth model to measure learning in accordance with state and federal curriculum mandates and laws. Goals should be set and a specific plan for achievement of those goals should be established. Leadership should continually survey all stakeholders to keep informed of any issues and problems that may arise. Leadership should also take into account any suggestions of those stakeholders when developing solutions to such problems. Finally, leadership requires ongoing research and study of current and alternate assessments, including growth model practices. The leader must have knowledge of current events in the area of accountability systems and special education, new laws and their impact on assessments (HB 304), while sharing information with other counties and states that have had success with special education assessment measures and achievement standards.

6. How will you communicate to all stakeholders "your problem" and your recommendations?

Effective school leaders should make themselves visible and available for all stakeholders. Everyone involved should feel as though they are a valid and important part of the educational process at that their concerns and suggestions warrant consideration. The leader must communicate and share staff concerns at a regularly scheduled board meeting and seek guidance in implementing RtI, CBM, or similar models to measure student growth while assuring that school will still operate within local, state, and federal curriculum guidelines and that student success and quality instruction takes precedence. Leaders must seek thoughts and opinions from public and other stakeholders regarding the assessment requirements for special education students and work together to address the needs of teachers and students. Above all, leaders need to collaborate with other community agencies and organization to promote successful and effective instructional practices.